Estilos de aprendizaje y rendimiento académico en un adolescente con discapacidad intelectual leve.

Abstract

In this research work, relevance is given to learning styles and their relationship with the academic performance of an individual with mild intellectual disability. Taking into account that intellectual disability is defined as the limited capacity of a person in their cognitive and social skills, taking into consideration that these limitations greatly affect the adaptation in different contexts, whether educational, family or professional. Within this research study, the following problem arises: What influence do learning styles have on the academic performance of an adolescent with mild intellectual disability, In short, how does the type of learning factor influence the student and his educational development, Therefore, the objective of this research is to determine the relationship of learning styles in the academic performance of an adolescent with mild intellectual disability. The methodology used in this research is qualitative in nature, since this supports us greatly in the collection of information on the different perspectives of the context of the case. Therefore, the design is descriptive because it seeks to recognize the main characteristics of the research by means of different instruments emphasizing the detailed analysis and description. The tools used for the collection of information of the case are the interview that was structured precisely formulated for each of the contexts the familiar one that was directed for the mother and the academic context that was made by the tutor teacher of the student, also an observation guide was made and the David Kolb test was taken that gives us the possibility of being able to understand the learning style that the student has in different school contexts.